COMMUNICATION

DISORDERS
 What is Communication Disorder?

O A communication disorder is any disorder that

affects an individual's ability to comprehend,
detect, or apply language and speech to engage
in discourse effectively with others. The delays
and disorders can range from simple sound
substitution to the inability to understand or
use one's native language.
 Objectives:

At the end of the session the students are expected

to;
O Identify the common mispronounce words.
O Classify the Language Development of a child
birth to age 12.
O Understand and respect people with
Communication Disorder
Communication Disorder – may range from sound substitutions to
the inability to use speech and language. Young children with a
communication disorder may show delays or atypical development in
one or more areas.

Speech- the systematic use of sounds and sound combinations to

produce meaningful words, phrases and sentences. Language – puts
meaning into speech and is used to express and receive meaning.

Consonant sounds (Stoel-Gammon & Dunn, 1985)

Age at which sound is
Orthographic Illustrative produced correctly by
symbol word 90% of children
p Pig 3
b bag 4
t toes 6
s, zh treasure 8
 Overview of Language Development:
Birth to Age 12
Age Characteristics
 Responds to human voice (1 mos.)
The examiner (1-6 mos.)  Prefers people games; explores face of
person holding him/her (6 mos.)

 Recognizes own name; uses one or more

The experimenter (7-12 mos.) words (12 mos.)
 Points to toys, persons, animals named;
The explorer (12-24 mos.) plays alone. (15 mos.)
 Enjoys rhyming games. (12 mos.)

 Has 900-1000 word vocabulary

The exhibitor (3-5 yrs.)  Talks while playing and takes turn in play.
(3 yrs.)

 Talks a lot; has good comprehension; enjoys

The expert (6-12 yrs.) games, sports, hobbies (10 yrs.)
Types of Communication Disorder
Disorders of Speech and Language

The entire communication system

depends on neurological systems from cognitive
processing of environmental experiences,
disruptions in the neurological system
underdevelopment of cognitive skills, or lack of
appropriate language experiences can all lead to
speech disorders, language disorders or both.
 Disorder of Speech

Characterized by any impairment

of vocal production (voice), speech sound
production (articulation), fluency (stuttering
and related disorder) or any combination of
these impairments (American Speech-
Language-Hearing Association, 1993)
4 Types of Errors in Producing Sounds
Error type Definition example
Replacing one sound with Standard: The ball is red.
Substitution
another. Substitution: The ball is wed.
Standard: Give the pencil to
Producing a sound in an Sally.
Distortion
unfamiliar way. Distortion: Give the p-hencil to
Sally.
Omitting a sound in a Standard: Play the piano.
Omission
word. Omission: P_ay the piano
Inserting an extra sound in Standard: I have a black horse.
Addition
a word Addition: I have a balack horse.

Common causes: clefts of the palate, cerebral palsy, traumatic brain

injury, hearing loss .
Normal developmental deficiencies – transitional stage
that most children outgrow as they master language.

Stuttering – begins with whole-word and sound

repetitions and, if untreated, develops into more
complicated patterns characterized blocks, avoidance
of speaking situations.
Example: Porky Pig

Emotional based disfluency – are allied to a significant

event that puts the child under psychological pressures;
characterized by high frequency or repetition of initial
sounds or words in sentences or phrases.
Malingering disfluency – disfluency used
purposefully to avoid responsibilities of assignment

Language Delay – childhood language disorders can

have an impact on the ability to speak fluently

Cluttering – characterized by speech is so

disorganized that it is difficult to understand words.
  
Behaviours Resulting in Teacher Referral of
Children with Possible Language
Impairments.
 

*Child mispronounces sounds and words.

*Child has difficulty following directions.
*Child’s questions often inaccurate or vague.
*Child has difficulty answering questions.
 Instructional Methods
Early – develop conceptual knowledge and cognitive processes.
prevention -Foster cooperative play, encourage spontaneous speech and facilitate
programs interaction between children.
   
- Teach to produce correct speech sounds in numerous ways.
Articulation Auditory stimulation
  - Used to make children sensitive to speech sounds; recognize and physically
produce correct sound production.
- Direct vocal rehabilitation – exercises to increase breathing capacity, procedures
Voice to increase or decrease loudness of speech.
  - Computer technology – to monitor their own vocalization visually.
 
 
Fluency - Symptom modification - develop the person’s ability to control stuttering and to
  behave appropriately in situation in situations wherein communication is required.
- Individual therapy - one-on-one sessions with speech and language pathologist.

Language Group therapy

- Precision method – grouped together according to their ability in several areas.
 
Alternative and augmentative communication - communication boards,
computers, speech synthesizers.
Technology
Facilitation devices – tape recorders, videos, personal computers.
THANK YOU...
 Presented by:

Group 7
BSED-General Science II
Ramon Dakay Saddam Salindingan Lykah Jane
Ontiveros

Margie Rapirap Gloren Talpis Christine Gay Yecyec